Evaluating flexible learning adoption by the Philippine secondary school Teachers
DOI:
https://doi.org/10.48017/dj.v10i1.3146Palabras clave:
Reading Flexible Learning, Technology Utilization, Learning Management Systems (LMS), Internet Connectivity, Educational ToolsResumen
Educators have been driven to embrace new technological platforms and tools to improve teaching and learning experiences by the rise of flexible learning. This study delves into the ways in which secondary school teachers from the DepEd in the Philippines utilize different types of internet access, gadgets, data plans, and social media platforms. To collect data from a convenience sample of teachers, an online survey was distributed using a quantitative approach. The purpose of the research was to determine whether and to what extent these technical aspects affect the efficacy and contentment of flexible teaching. The results showed that video conferencing platforms and learning management systems (LMS) are crucial, with video conferencing tools coming in second and LMS exhibiting the highest utilization. The most popular device is now a mobile phone, and the most popular operating system is Android. Although a large number of users enjoy consistently fast internet, a significant portion continues to deal with unreliable and sluggish connections. Among the most popular social media platforms for education, Facebook Messenger has the support of the majority of respondents and offers unlimited data rates. Results show that learning management systems (LMS) and video conferencing tools are critical, point to places where other technologies might be better integrated, and stress the influence that poor internet quality has on the effectiveness of instruction. This study helps fill gaps in the knowledge of the technology landscape in online and hybrid classrooms and offers suggestions for improving teaching methods. It would be beneficial for future studies to investigate how these technological aspects relate to particular results in terms of instructional efficacy and student involvement.
Métricas
Citas
Abel, J. A. (2020, June 4). The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/453
Abenes, F. M. D., Caballes, D. G., Balbin, S. A., & Conwi, X. L. (2023). Gamified mobile apps’ impact on academic performance of grade 8 in mainstream physics class. Journal of Information Technology Education: Research, 22, 557-579. https://doi.org/10.28945/5201
Andrade, C. (2020). Mean difference, Standardized Mean Difference (SMD), and their use in Meta-Analysis. The Journal of Clinical Psychiatry, 81(5). https://doi.org/10.4088/jcp.20f13681
Andrade, R., Panoy, J. F., Febrer, L., & Ching, D. (2022, July 1). Perceived Proficiency with Technology and Online Learning Expectations of Students in the Graduate Program of One State University in the Philippines. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4123678
Arinto, P. B. (2013). A framework for developing competencies in open and distance e-learning. The International Review of Research in Open and Distributed Learning, 14(1), 167. https://doi.org/10.19173/irrodl.v14i1.1393
Balbin, S., & Balbin, F. M. A. (2024). Percepções dos alunos sobre a integração da sustentabilidade no ensino de Estudos Sociais. Diversitas Journal, 9(3). https://doi.org/10.48017/dj.v9i3.3036
Bower, H., Frisell, T., Di Giuseppe, D., Delcoigne, B., Ahlenius, G., Baecklund, E., Chatzidionysiou, K., Feltelius, N., Forsblad-d’Elia, H., Kastbom, A., Klareskog, L., Lindqvist, E., Lindström, U., Turesson, C., Sjöwall, C., & Askling, J. (2021). Impact of the COVID-19 pandemic on morbidity and mortality in patients with inflammatory joint diseases and in the general population: a nationwide Swedish cohort study. Annals of the Rheumatic Diseases, 80(8), 1086–1093. https://doi.org/10.1136/annrheumdis-2021-219845
Buchner, J., Buntins, K., & Kerres, M. (2021). The impact of augmented reality on cognitive load and performance: A systematic review. Journal of Computer Assisted Learning, 38(1), 285–303. https://doi.org/10.1111/jcal.1261
Camilleri, M.A., & Camilleri, A.C. (2022). The Acceptance of Learning Management Systems and Video Conferencing Technologies: Lessons Learned from COVID-19. Tech Know Learn, 27, 1311–1333. https://doi.org/10.1007/s10758-021-09561- y
Canton, H. (2021). Organisation for Economic Co-Operation and Development—OECD. In Routledge eBooks (pp. 677–687). https://doi.org/10.4324/9781003179900-102
Castro, M. C. S. A. (2019). The impact of Information and Communication Technology on Pedagogy: Benefits, Issues, and Challenges. Tamansiswa International Journal in Education and Science (TIJES), 1(1), 28-35. http://jurnal.ustjogja.ac.id/index.php/TIJES
Chmielarz, W. (2020). The usage of smartphone and mobile applications from the point of view of customers in Poland. Information, 11(4), 220. https://doi.org/10.3390/info1104022
Cullinan, J., Flannery, D., Harold, J. et al. (2021). The disconnected: COVID-19 and disparities in access to quality broadband for higher education students. Int J Educ Technol High Educ, 18, 26. https://doi.org/10.1186/s41239-021-00262-1
Dalmaijer, E. S., Nord, C. L., & Astle, D. E. (2022). Statistical power for cluster analysis. BMC Bioinformatics, 23, 205. https://doi.org/10.1186/s12859-022-04675 -1
Davidse, Z. A. A. (2021, March 1). Learning by design: Enhancing the digital literacy of adult learners in a blended learning environment. https://scholar.sun.ac.za/items/d57e6e2a-2236-4e6a-a778-32d0cb025bd7
Dorman, C., Perera, A., & Condon, C. (2021). Factors associated with willingness to be vaccinated against COVID-19 in a large convenience sample. J Community Health, 46, 1013–1019. https://doi.org/10.1007/s10900-021-00987-0
Filho, W. L., Salvia, A. L., Abubakar, I. R., Mifsud, M., Azadi, H., Sharifi, A., LeVasseur, T., Luetz, J. M., Velazquez, L., Singh, P., Pretorius, R., Akib, N. A. M., Savelyeva, T., Brandli, L., Muthu, N., & Lombardi, P. (2022). Impacts of the COVID-19 pandemic on routines of higher education Institutions: A global perspective. Sustainability, 14(21), 14105. https://doi.org/10.3390/su142114105
Garg, S., & Baliyan, N. (2021). Comparative analysis of Android and iOS from security viewpoint. Computer Science Review, 40, 100372. https://doi.org/10.1016/j.cosrev.2021.100372
Gupta, T., Shree, A., Chanda, P., & Banerjee, A. (2023). Online assessment techniques adopted by the university teachers amidst COVID-19 pandemic: A case study. Social Sciences & Humanities Open, 8(1), 100579. https://doi.org/10.1016/j.ssaho.2023.100579
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Hilton, J. (2020). Open educational resources, student efficacy, and user perceptions: A synthesis of research published between 2015 and 2018. Education Tech Research Dev, 68, 853–876. https://doi.org/10.1007/s11423-019-09700-4
Lian, Z., Sun, H., Sun, L., Chen, K., Xu, M., Wang, Y., Liu, Y., He, Y., Zhao, J., Liu, B., Yi, J., Wang, M., Cambria, E., Zhao, G., Schuller, B. W., & Tao, J. (2023). MER 2023: Multi-label learning, modality robustness, and semi-supervised learning. In Proceedings of the 31st ACM International Conference on Multimedia (MM '23), 9610–9614. https://doi.org/10.1145/3581783.3612836
Makki, A., & Bali, A. O. (2021). The use of social media as a platform in education: Ramifications of COVID-19 in Iraq. Academic Journal of Interdisciplinary Studies, 10(3), 394. https://doi.org/10.36941/ajis-2021-0093
Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707
McGrath, S., Zhao, X., Steele, R., Thombs, B. D., Benedetti, A., Levis, B., Riehm, K. E., Saadat, N., Levis, A. W., Azar, M., Rice, D. B., Sun, Y., Krishnan, A., He, C., Wu, Y., Bhandari, P. M., Neupane, D., Imran, M., Boruff, J., Zhang, Y. (2020). Estimating the sample mean and standard deviation from commonly reported quantiles in meta-analysis. Statistical Methods in Medical Research, 29(9), 2520–2537. https://doi.org/10.1177/0962280219889080
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Samuel Balbin, Faith Micah Abenes-Balbin, Ma. Eugenia Yangco, Kristine Opulencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
.png){kind=logo}
